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The Effects of Children's Problem Behaviors on Early Childhood Teachers' Coping Strategies

유아의 문제행동 유형이 교사의 대처전략에 미치는 영향

  • Kim, Joeng Kyoum (Dept. of Education, Chung-Nam National University) ;
  • Kang, Young-Sik (Dept. of Early Childhood Education, Chung-Nam National University)
  • 김정겸 (충남대학교 교육학과) ;
  • 강영식 (충남대학교 교육학과 교육대학원 유아교육전공)
  • Received : 2016.05.24
  • Accepted : 2016.07.07
  • Published : 2016.07.31

Abstract

This study is intended to look into the effects of children's problem behaviors on the coping strategies of teachers involved in early childhood education (ECE). To achieve this, a survey was administered to 90 teachers involved in ECE at kindergartens and child care centers in Daejeon Metropolitan City. The findings showed that these teachers have a professionalism and suitability for their career and excellent ability to cope with the problems of children in this age group. The results showed that competent teachers had less tendency to put children in the corner or give physical punishment to them than incompetent teachers. Competent teachers didn't use coping strategies involving scolding or saying no with a somewhat loud voice, but rather pointed to each word accurately or helped the children express their feelings and understand their situation. However, their coping strategies may not always be suitable in all situations. When necessary, saying no accurately with an accompanying warning is also important. Consequently, career and professional knowledge are important for teachers involved in ECE, and it would be useful to collate the diverse strategies that they use.

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